CE 2.1.4 Identify and evaluate the primary focus, logical argument, structure, and style of a text or speech and the ways in which these elements support or confound meaning or purpose. CE 3.2.1 Recognize a variety of literary genres and forms and demonstrate an understanding of the way in which genre and form influence meaning. CE 4.1.1 Use sentence structures and vocabulary effectively within different modes.
NETS-S.3.d. Process data and report results. NETS-S. 3.b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
After researching the websites provided for the treasure hunt on literature of the screen students will be able to:
Define and identify key elements of literature, film, and drama by matching the definitions to the correct question which includes: Plot, Setting, Character, Conflict, Symbol, theme, and Point of View
Report the connections literature and film have by listing the information in the space provided. These are action, images, words replicating life, and language is important.
Identify by filling in the space provided on what topics and information are appropriate when writing a comparison. These are content and form, cultural contexts, functions, and evaluation
Explain and identify literary criticism theories by listing and reporting a summary of the critical theory viewpoints. The criticisms are: New Criticism, Formalism, Myth criticism, Psychological Criticism, Biographical and historical criticism, Feminism and gender criticism, and Marxism Criticism.
Students will demonstrate sentences writing skills by complete grammatically correct sentences for responses.
CE 2.3.3 Critically read and interpret instructions for a variety of tasks CE 4.1.5 Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.
NETS-S.1.a. Apply existing knowledge to generate new ideas, products, or processes CE 1.5.2 Prepare spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology.
Students will create their own hero’s journey.
Instructor will provide an outline of a hero’s journey with a description on the steps.
Instructor will make a Jing video for the students on how to use Inspiration.
Students will identify follow the steps of a plot which are the setting, the set-up, rising action, climax, falling action, and resolution and reaction by filling in the proper bubble on inspiration with the steps.
Students will replicate the steps of the steps of the hero’s journey found in the novel. The steps of a hero’s journey by replicating what Alice went through in the novel. The 12 steps of a hero’s journey are: the call to adventure; refusal of call; meeting wise mentor; the first threshold; tests, allies and enemies; supreme; Revisiting; the return with new; seizing the prize; resurrection; and return with elixir. The will be identified the steps by labeling the steps on the inspiration prewriting process.
Students will use webspiration for the prewriting process to describe and link their hero with journey by: clustering, listing, free writing, and drafting.
Students will word process the final draft of their hero’s journey. Students will publish/write an original characters journey that is 3 or more pages in length. Students will tell their hero's journey to others via skype.
CE 1.5.1 Use writing, speaking, and visual expression to develop powerful, creative and critical messages. CE 1.5.4 Use technology tools to produce polished written and multimedia works CE 3.4.1 Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture.
NETS-S.6.b. Select and use applications effectively and productively. NETS-S.2.d. Contribute to project teams to produce original works or solve problems
Students will create a prezi about the story by using the lenses of a critical theory.
Students will work in groups and pick a critical theory from the filamentality search. The website about critical literary theories will serve as a support on the theory. Also students will research using hotlist of websites provided by the instructor.
Students will learn to use prezi from an instructor created Jing video
Each group will create a prezi expressing how their story is perceived from their theory. The prezi will include the definition of the theory, a thesis, quotes of the story with a defense/description on how this connects to their theory, pictures from the internet that tie into their theory or argument, references, and background.
CE 3.4.1 Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture. CE 3.1.4 Analyze characteristics of specific works and authors and identify basic beliefs, perspectives, and philosophical assumptions underlying an author’s work.
NETS-S.2 b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. NETS-S.5.b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
Students will use the text to create a student translation of the text and post it on the internet to share with other classrooms on Wikispaces
Instructor will provide an example of a Wikispace story to illustrate students on how to create the story.
Students will identify the main events of a chapter by summarizing a chapter assigned by the instructor. The summary will include main events, conflicts, and elements of the plot. The summaries will be 1-2 pages in length.
Students will write a translation that accuratley explains a plot, characterization, and imagery.
Students will use Wikispace to create a student translation of the text by collaborating (merge of each students translation of the text together) the class’s translations into a final product.
CE 1.3.6 Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences CE 2.3.3 Critically read and interpret instructions for a variety of tasks CE 3.4.1 Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture.
NET-S.1.b. Create original works as a means of personal or group expression NET-S.5.d. Exhibit leadership for digital citizenship
Students will demonstrate their understanding of themes and concepts by make a soundtrack (10 song minimum) and album cover for the novel using projectplaylist. Students can chose songs from any genre as long as the lyrics are appropriate.
Instructor will demonstrate how to use project playlist and glogster for the students on Jing to reference.
Themes expressed will be: growing up, life as a puzzle, choice, adolescence, adulthood, fitting in, rules, language, death, conflict, and rules.
Students will compose a defense for their soundtrack by making a jing video explaining why the songs were chosen by them. The defense will explain what quotes the song connects to and how the song connects to the passage.
Students will make an album cover of their soundtrack on glogster using images found online that connect to the themes above. The glog will be a collage of images that identify (portrays) the themes. Students will need a minimum of 6 images for their album.
Grade Level: Eleventh
Unit Title:
Lit of the film- Alice in Wonderland/ Alice’s Adventures in Wonderland
OR
NETS-T
CE 3.2.1 Recognize a variety of literary genres and forms and demonstrate an understanding of the way in which genre and form influence meaning.
CE 4.1.1 Use sentence structures and vocabulary effectively within different modes.
NETS-S. 3.b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
The Hero's Journey
CE 4.1.5 Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.
CE 1.5.2 Prepare spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology.
- Instructor will provide an outline of a hero’s journey with a description on the steps.
- Instructor will make a Jing video for the students on how to use Inspiration.
- Students will identify follow the steps of a plot which are the setting, the set-up, rising action, climax, falling action, and resolution and reaction by filling in the proper bubble on inspiration with the steps.
- Students will replicate the steps of the steps of the hero’s journey found in the novel. The steps of a hero’s journey by replicating what Alice went through in the novel. The 12 steps of a hero’s journey are: the call to adventure; refusal of call; meeting wise mentor; the first threshold; tests, allies and enemies; supreme; Revisiting; the return with new; seizing the prize; resurrection; and return with elixir. The will be identified the steps by labeling the steps on the inspiration prewriting process.
- Students will use webspiration for the prewriting process to describe and link their hero with journey by: clustering, listing, free writing, and drafting.
Students will word process the final draft of their hero’s journey. Students will publish/write an original characters journey that is 3 or more pages in length. Students will tell their hero's journey to others via skype.CE 1.5.4 Use technology tools to produce polished written and multimedia works
CE 3.4.1 Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture.
NETS-S.2.d. Contribute to project teams to produce original works or solve problems
CE 3.1.4 Analyze characteristics of specific works and authors and identify basic beliefs, perspectives, and philosophical assumptions underlying an author’s work.
NETS-S.5.b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
CE 2.3.3 Critically read and interpret instructions for a variety of tasks
CE 3.4.1 Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture.
NET-S.5.d. Exhibit leadership for digital citizenship